| Language of instruction: |
English |
| Type of course: |
Non-Departmental Elective |
| Course Level: |
Bachelor’s Degree (First Cycle)
|
| Mode of Delivery: |
Face to face
|
| Course Coordinator : |
Dr. Öğr. Üyesi ENİSA MEDE |
| Course Lecturer(s): |
Prof. Dr. KENAN DİKİLİTAŞ
|
| Recommended Optional Program Components: |
None |
| Course Objectives: |
Written and spoken English-language texts will serve as a foundation for exploration into the elements that determine meaning, tone, rhetoric and strength of expression. Students, too, will produce original spoken and written texts that highlight their understanding of these topics. A variety of readings will expose students to various genres and registers. In addition, the course will draw students’ attention to the use of language in advertising, media, politics to engender specific outcomes and shape cultural values. |
| Week |
Subject |
Related Preparation |
| 1) |
Course Introduction;
Critical Reading |
Escholz, Rosa, Clark pp. 116-123: The Prescriptive Tradition by David Crystal |
| 2) |
Writing for an audience |
Escholz, Rosa, Clark pp. 139-143: Linda Flower |
| 3) |
Contrastive Rhetoric and Language Teaching |
Kaplan, Robert B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 18, 1-20.
Contrastive Rhetoric in Applied Linguistics (Conner & Long Chapter 2)
|
| 4) |
Discourse analysis through the Discourse Matrix |
Mackie, A. & Bullock, C. (1990). Discourse matrix: A practical tool for ESL writing teachers. TESL Canada Journal/Revue TESL du Canada 8, 1, 67-76. |
| 5) |
Contrastive Rhetoric through the years: from Kaplan to the present day |
Historical Evaluation of Contrastive Rhetoric (Conner & Long Chapter 3) |
| 6) |
Contrastive Rhetoric and the Field of Rhetoric and Composition |
Conner & Long Chapter 4
|
| 7) |
Writing: the Transaction |
Escholz, Rosa, Clark pp. 144-154 |
| 8) |
Language and culture |
The Language-Culture Connection (Escholz, Rosa, Clark pp. 309-337);
A Mosaic of Cultures in Language (Escholz, Rosa, Clark pp. 338-396) |
| 9) |
Personal Names: Making Family Connections |
Escholz, Rosa, Clark pp. 179-214 |
| 10) |
The Nature of Prejudicial Language |
Escholz, Rosa, Clark pp. 243-271 |
| 11) |
Language, Race, and Gender |
Escholz, Rosa, Clark pp. 272-308 |
| 12) |
The Language of Politics |
Escholz, Rosa, Clark pp. 525-553 |
| 13) |
Jargon, Political Correctness, Doublespeak and Euphemism |
Escholz, Rosa, Clark pp. 465-524 |
| 14) |
The Language of Advertising |
Escholz, Rosa, Clark pp. 565-608 |
| |
Program Outcomes |
Level of Contribution |
| 1) |
To be able to examine, interpret data and assess ideas with the scientific methods in the area of EU studies. |
2 |
| 2) |
To be able to inform authorities and institutions in the area of EU studies, to be able to transfer ideas and proposals supported by quantitative and qualitative data about the problems. |
2 |
| 3) |
To be introduced to and to get involved in other disciplines that EU studies are strongly related with (political science, international relations, law, economics, sociology, etc.) and to be able to conduct multi-disciplinary research and analysis on European politics. |
3 |
| 4) |
To be able to evaluate current news on European Union and Turkey-EU relations and identify, analyze current issues relating to the EU’s politics and policies. |
2 |
| 5) |
To be able to use English in written and oral communication in general and in the field of EU studies in particular. |
1 |
| 6) |
To have ethical, social and scientific values throughout the processes of collecting, interpreting, disseminating and implementing data related to EU studies. |
1 |
| 7) |
To be able to assess the historical development, functioning of the institutions and decision-making system and common policies of the European Union throughout its economic and political integration in a supranational framework. |
2 |
| 8) |
To be able to evaluate the current legal, financial and institutional changes that the EU is going through. |
2 |
| 9) |
To explain the dynamics of enlargement processes of the EU by identifying the main actors and institutions involved and compare previous enlargement processes and accession process of Turkey. |
2 |
| 10) |
To be able to analyze the influence of the EU on political, social and economic system of Turkey. |
2 |
| 11) |
To acquire insight in EU project culture and to build up project preparation skills in line with EU format and develop the ability to work in groups and cooperate with peers. |
2 |
| 12) |
To be able to recognize theories and concepts used by the discipline of international relations and relate them to the historical development of the EU as a unique post-War political project. |
3 |